Lesson 1: Understanding the Sides of the War Overview: In the first lesson we as a class will look at the American Colonies and the British rule of these Colonies before the Revolutionary War. Students will actively engage in understanding the initial causes for War, and why the 13 colonies wanted Independence. Indentify Terminology: As a class we will examine the terms: Taxation, Succession, “Independence”, Monarchy, Democracy, Declaration, and Revolt. Along with this we will also begin to examine the major figure involved. We will not spend too much time on the major figures in this lesson, as we will discuss them more in depth as the Unit progresses, however will discuss who was involved in this initial lesson. Student Engagement: Once we have established the terminology of the Revolution, students will be asked to participate in a discussion on what the terminology means to them. Students will be asked to think of current or personal experiences in which they can relate to the terminology. We as a class will discuss these experiences and relate them to the terminology applied to the beginnings of the Revolutionary War. I as the teacher will write the students answers on the board and while examining each will make notes on the board to add color. Students will be expected to copy down these notes in their journals. Handout: I will hand out a copy of “The American Revolution” learning aide. Students will be asked to keep this document in their journals for quick reference. We as a class will discuss the importance of the learning aide. The reason for the handout is for reference. I feel students will be able to quickly reference the handout when thinking and recalling the Revolution. Throughout the Unit we will have multiple handouts designed specifically for students to use as “ques” when thinking about the Revolution. The real value will be when students look at the handouts and draw a connection between the classroom discussions and images on the handout. This first handout is very overview-istic in its content, simply because this is the introduction to the Unit. As the Unit progresses the Handouts will become much more specific and will be tailored to important aspects of the War.
Activity: Students will be given an un-colored map, and asked to color in the 13 colonies, as well as color in the British Empire during the time of the Revolution. This activity may not be entirely completed in class, and if this is the case students will be expected to take the activity home for homework. This activity will be referenced throughout the Unit. Resources: Un-Colored Map of the United States, and of the World. Handout:
Overview:
In the first lesson we as a class will look at the American Colonies and the British rule of these Colonies before the Revolutionary War. Students will actively engage in understanding the initial causes for War, and why the 13 colonies wanted Independence.
Indentify Terminology:
As a class we will examine the terms: Taxation, Succession, “Independence”, Monarchy, Democracy, Declaration, and Revolt.
Along with this we will also begin to examine the major figure involved. We will not spend too much time on the major figures in this lesson, as we will discuss them more in depth as the Unit progresses, however will discuss who was involved in this initial lesson.
Student Engagement:
Once we have established the terminology of the Revolution, students will be asked to participate in a discussion on what the terminology means to them. Students will be asked to think of current or personal experiences in which they can relate to the terminology. We as a class will discuss these experiences and relate them to the terminology applied to the beginnings of the Revolutionary War. I as the teacher will write the students answers on the board and while examining each will make notes on the board to add color. Students will be expected to copy down these notes in their journals.
Handout:
I will hand out a copy of “The American Revolution” learning aide. Students will be asked to keep this document in their journals for quick reference. We as a class will discuss the importance of the learning aide.
The reason for the handout is for reference. I feel students will be able to quickly reference the handout when thinking and recalling the Revolution. Throughout the Unit we will have multiple handouts designed specifically for students to use as “ques” when thinking about the Revolution. The real value will be when students look at the handouts and draw a connection between the classroom discussions and images on the handout. This first handout is very overview-istic in its content, simply because this is the introduction to the Unit. As the Unit progresses the Handouts will become much more specific and will be tailored to important aspects of the War.
Activity:
Students will be given an un-colored map, and asked to color in the 13 colonies, as well as color in the British Empire during the time of the Revolution. This activity may not be entirely completed in class, and if this is the case students will be expected to take the activity home for homework. This activity will be referenced throughout the Unit.
Resources:
Un-Colored Map of the United States, and of the World.
Handout: